Intersectionality as a Framework for Transformative Research in Special Education.

TL;DR: In this paper, the intersectionality framework is proposed as a starting point for conceptualizing, developing and conducting transformative research related to disability and difference in the special education literature, and the implications for deep understanding of the intersections among multicultural/ multilingual students, communities and schools.

Abstract: Multicultural and bilingual special education scholars have long advocated that research and practice situate (dis)ability in its social, cultural, racial/ethnic, linguistic, historical, legal, and political contexts. Still, the special education literature reflects more restricted conceptualizations of culture, language, and diversity than required to understand how these mutually influence an individual’s, family’s and/or community’s response to (dis) ability and how organizations address the needs of diverse populations. We propose that an intersectionality framework offers a starting point for conceptualizing, developing and conducting transformative research related to disability and difference. We begin by defining intersectionality and exploring related assumptions, followed by implications for two key aspects of such research: deep understanding of the intersections among multicultural/ multilingual students, communities and schools; and researcher reflexivity.